MedEdPublish (2016)最新文献

{"title":"Microscopy without a microscope? Opportunities and limitations of dental studies in anatomy during the COVID-19 pandemic in Germany.","authors":"Ann-Kathrin Peters, Karsten Winter, Elisabeth Witt, Hubert-Mario Kuntzsch, Sabine Löffler","doi":"10.12688/mep.20580.3","DOIUrl":"10.12688/mep.20580.3","url":null,"abstract":"<p><strong>Aim: </strong>Due to the outbreak of the COVID-19 pandemic, the microscopy course as part of the dental medical training in Leipzig, Germany, was transformed from a classroom-only course into a purely digital and later hybrid course with reduced attendance time. Aim of this educational research study is the detailed evaluation of digital and hybrid courses regarding students' perception and learning outcome. Based on the findings current teaching should be critically scrutinised, resulting in a modern design of the histology curricula.</p><p><strong>Methods: </strong>This is an educational research study. The students' subjective experiences are measured with the help of an evaluation survey and the learning success was objectively measured using a digital assessment course. Data was collected in two consecutive year groups of dentistry students, each after completion of the second semester. Cohort A consisted of 56 students, cohort B of 54 students. The sampling was purposive and the sample size equals the sample population (closed population of A+B = 110). A statistial analysis of the quantitative results were carried out and quantitative results were analysed using content-structuring qualitative content analysis.</p><p><strong>Results: </strong>Students are predominantly positive about hybrid teaching approaches, although limitations such as perceived deterioration of the quality of teaching and insufficient learning success in cohort A can be identified. Hybrid teaching cohort B showed significantly better learning success than the purely digital cohort A.</p><p><strong>Discussion: </strong>Particularly digital lecture formats and the CUVM have been valued by students. In addition, practical courses with appropriate resources (e.g. CUVM, digital identification course) can benefit from a blended approach. Regardless of the continued importance of practical training in dental studies, digital teaching formats developed as an emergency solution at the beginning of the pandemic should be evaluated in regard to their success and the existing potential should be further expanded in a targeted manner.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12329405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144801099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of Medical students' preparation for the United States Medical Licensing Examination (USMLE) Step 1 before and after transition to Pass/Fail.","authors":"Samiksha Prasad, Christine Perez, Kate J F Carnevale","doi":"10.12688/mep.19975.3","DOIUrl":"10.12688/mep.19975.3","url":null,"abstract":"<p><strong>Background: </strong>The transition of the United States Medical Licensing Exam: Step 1 to Pass/Fail (P/F), from scored, caused uncertainty about students' preparedness and wellbeing related to the exam. Comparison of study behavior and results, before and after the P/F transition can provide insights for medical curriculum and student support. The aim of this study is to evaluate students' perceptions of their efforts in Step 1 preparation, as compared to cohort performances to determine the impact of the transition of Step 1 to P/F on medical students.</p><p><strong>Methods: </strong>Data from two cohorts each of second-year medical students were collected from their dedicated Step 1 self-study block, before and after the transition to P/F Step 1 (Classes of 2022-23 scored & 2024-25 P/F, N = 204). Student study regimens, aggregate practice test results, Step 1 pass rates and post-block self-reported surveys were analyzed qualitatively to compare student effort and outcomes for scored and P/F cohorts.</p><p><strong>Results: </strong>Analysis of practice exam averages across the four student cohorts demonstrates a potentially slower and less rigorous start to Step 1 self-studying during the dedicated preparation block for the cohorts that took the P/F Step 1 exam format as compared to the previous cohorts that prepared for a scored Step 1 exam. Similarly, self-reported study regimens decreased in the median number of hours/day and number of weeks of study for the cohorts with P/F Step 1 exam. A slight shift was observed in the type of study resources used, between the two groups, with the scored group using more traditional board preparation resources.</p><p><strong>Conclusions: </strong>The P/F transition of the Step 1 exam may lead to reduced student preparedness and may require adjustments in the resources and support provided by institutions.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"20"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12322661/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A mixed methods study on the association between burnout symptoms and expectations regarding clerkships in Dutch medical students.","authors":"Abraham M Rubens, Rozemarijn van der Gulden, Marjolein H J van de Pol","doi":"10.12688/mep.20633.1","DOIUrl":"10.12688/mep.20633.1","url":null,"abstract":"<p><strong>Background: </strong>Over half of the Dutch students experience burnout symptoms. In order to design effective interventions, it is important to know more about cognitions and behaviors that relate to burnout. An example of such cognitions might be inaccurate expectations of medical students regarding their study, as studies in other populations already indicated that unmet expectations can relate to burnout symptoms. Therefore, the aim of this study is to evaluate the relationship between an expectation-reality mismatch of medical students and burnout symptoms.</p><p><strong>Methods: </strong>We performed an exploratory mixed methods study consisting of two sequential data collection methods. Firstly, individual semi-structured interviews were performed with six students to explore expectations. Secondly, we designed an anonymous questionnaire to explore presence of expectation mismatches and the relationship with burnout symptoms. Burnout was assessed using the short Burnout Assessment Tool (sBAT).</p><p><strong>Results: </strong>155 medical students filled in the questionnaire. Important mismatch topics were: level of supervision, feedback quality, amount of time spent on different tasks, amount of initiative needed and culture on clerkship location. We found that 21.9% of the students scored high to very high on the sBAT. Moreover, a mismatch between expectations and reality was positively correlated with burnout.</p><p><strong>Conclusions: </strong>Students that experienced a bigger mismatch between expectations and reality also experienced more burnout symptoms. Consequently, it is important that future research further establishes this relationship, as expectation management might be an interesting avenue to reduce negative experiences and emotions during the clerkships.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"34"},"PeriodicalIF":0.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12640506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145596909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resident Physicians' Perceptions of Artificial Intelligence and Implications for Medical Education: A Qualitative Study.","authors":"Andrew McFarlane, Shirin Sadri, Ezra Schwartz, Deepthiman Gowda","doi":"10.12688/mep.20833.1","DOIUrl":"10.12688/mep.20833.1","url":null,"abstract":"<p><strong>Background: </strong>Educators have called for training in artificial intelligence (AI) in medical education given its certain impact on the future of healthcare. However, there is no consensus regarding how to introduce AI into medical education and little is known about how AI is viewed among medical trainees. In an effort to inform the development of medical education curricula on AI, this study explores perceptions of resident physicians regarding AI in healthcare and its possible impact on their future practice.</p><p><strong>Methods: </strong>The authors conducted focus groups with resident physicians across multiple specialties in 2018-2019. Residents were invited to voluntarily participate during pre-existing conference times. Interview transcripts were coded iteratively, and coded data was clustered into categories and themes to capture resident perceptions on AI.</p><p><strong>Results: </strong>Fifty-six residents from emergency medicine, internal medicine, pathology, pediatrics, and radiology participated in six separate focus groups. Conversations generated the following five overarching themes: healthcare is transforming, AI has a role at the clinical and systems level, concern for lack of agency in the development and implementation of AI, AI presents potential harms and uncertainties, and enduring roles of the physician: humanism, judgment, and responsibility.</p><p><strong>Conclusion: </strong>Residents described humanistic roles that should not be replaced by technology and voiced concerns that physicians lack agency to influence how AI will be used in healthcare. Medical education should explore humanistic and ethical challenges related to AI, provide a foundational understanding of AI technology, and offer opportunities for participation in the development of AI technology when possible.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"29"},"PeriodicalIF":0.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12853013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging Language Barriers in Healthcare: An Innovative Curriculum for Teaching Medical Students to Work Effectively with Medical Interpreters.","authors":"Sarah Yentz, Margaret Dobson, Jennifer Stojan, Kathleen Bronson Dussán","doi":"10.12688/mep.20473.1","DOIUrl":"10.12688/mep.20473.1","url":null,"abstract":"<p><strong>Introduction: </strong>The proportion of limited English proficiency (LEP) patients continues to rise and now represents 10% of the US population. These patients face many health care challenges and health disparities. To address the needs of educating the next generation of physicians on how to work with patients with limited English proficiency, we developed an instructional session focused on this goal.</p><p><strong>Methods: </strong>First year medical students participated in a 90-minute session focused on best practices for working with interpreters and LEP patients. During the didactic part of the session, faculty led students in a discussion regarding best practices through use of video examples. During the interactive exercise, students obtained the HPI from a mock patient fluent in a language other than English through use of a phone interpreter.</p><p><strong>Results: </strong>Following the session, the proportion of students that felt confident in obtaining a HPI from a LEP patient increased from 27% to 72%. The proportion of students who felt that it was unacceptable to have a family member interpret for a LEP patient increased from 50.5% to 68.5%.</p><p><strong>Discussion: </strong>Our innovative and practical curriculum can be easily incorporated into medical school curricula, ensuring medical students are prepared to work with trained professional interpreters and meet the needs of a diverse patient population.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"26"},"PeriodicalIF":0.0,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12579306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A matter of choice: a cross-sectional study examining the impact of the overturning of <i>Roe v Wade</i> on U.S. medical students' perceptions and career decisions.","authors":"Alissa Conklin, Zeb Saeed, Sacha Sharp","doi":"10.12688/mep.20519.2","DOIUrl":"10.12688/mep.20519.2","url":null,"abstract":"<p><strong>Background: </strong>In June 2022, the <i>Dobbs</i> decision by the U.S. Supreme Court overturned federal abortion protections. In states with restrictive abortion laws such as Indiana, which also has the country's largest medical school and the third worst maternal mortality rate, the impact of this ruling may have a significant impact on healthcare in the state. The purpose of this study was to analyze perceptions of medical students in Indiana in their third and fourth years of education after the <i>Dobbs</i> decision to assess if the state's current abortion restrictions impact their career choice.</p><p><strong>Methods: </strong>Between December 2022 and March 2023, an anonymous survey was carried out at Indiana University School of Medicine, which included questions about personal beliefs on abortion and the current abortion laws in Indiana, as well as priorities when choosing residency training and practice locations.</p><p><strong>Results: </strong>Our survey found that four-fifths of medical students in Indiana disagreed with the <i>Dobbs</i> decision. While most students (71.4%) had not considered state abortion laws when selecting a medical school, since the Dobbs decision, 66.3% of third-year and 40.3% of fourth-year students indicated that they would take abortion laws into account when choosing a residency program. 47.5% of women students stated that they will be seeking residency in a state where abortion is legal and 55.3% of single students were more likely to leave Indiana to practice medicine.</p><p><strong>Conclusion: </strong>Our research suggests that physicians who are more liberal in their views on abortion may now be much less likely to practice in conservative states which will compound the healthcare outcomes secondary to the Dobbs decision. We emphasize the role that abortion laws have in shaping the landscape of healthcare workforce and the need for a more nuanced understanding of how societal structures impact women's reproductive decisions and career paths in medicine.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"64"},"PeriodicalIF":0.0,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12375184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for developing and integrating 360-degree video in healthcare education.","authors":"Nynke de Jong, Ricardo G Orsini, Dalena van Heugten-van der Kloet","doi":"10.12688/mep.20881.2","DOIUrl":"10.12688/mep.20881.2","url":null,"abstract":"<p><p>The rapid growth of immersive virtual reality (VR) has gained widespread global attention in the field of education. In higher education within healthcare, VR has already been widely explored and employed. One specific form of virtual reality, 360-degree video, is regarded as a more user-friendly, realistic, and cost-effective alternative to other VR modalities, providing an immersive experience that requires less complex technology while still offering a high level of engagement in educational contexts. A 360-degree video is relatively easy to produce and can be seamlessly integrated into educational settings, serving a versatile and accessible tool for enhancing interactive learning experiences across various healthcare disciplines. We developed and integrated ten 360-degree videos, designed for viewing through head-mounted displays, to enhance educational practices in healthcare at Maastricht University, the Netherlands. In this article, we share guidelines for developing and integrating 360-degree videos into undergraduate and graduate healthcare programs, drawing on insights from our own experiences.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"9"},"PeriodicalIF":0.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12134730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the Power of Narratives in E-Learning for COVID-19 Vaccine Hesitancy Conversations: A Mixed Methods Study in Medical Education.","authors":"Aayushi Gupta, Anita Berlin, Graham Easton","doi":"10.12688/mep.19767.2","DOIUrl":"10.12688/mep.19767.2","url":null,"abstract":"<p><strong>Background: </strong>During the COVID-19 pandemic, we developed an e-learning resource to support medical students in having effective conversations with COVID vaccine hesitant patients (an urgent challenge). Development of information and communication skills elements was underpinned by narrative learning theory; learners interact with three fictional characters whose stories run through the resource in activities and role-plays. We co-developed the resource and characters with students, colleagues and local community.</p><p><strong>Methods: </strong>We used a mixed methods approach to evaluate the resource, including a survey of pre- and post- module self-confidence scores, and by thematic analysis of a focus group with seven final year medical students to explore their perceptions of how the story elements influenced their learning.</p><p><strong>Results: </strong>All students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients. The focus group analysis suggests that character-based narratives can promote learning online, particularly through engagement and accessibility, relatability of characters and their stories, improved memory, and emotional connection.</p><p><strong>Conclusions: </strong>This study suggests that character-driven stories have potential value in online learning about vaccine hesitancy conversations. Further research is needed to establish the nature of their impact on different aspects of learning including the duration of effect on students' communication skills and any patient-related outcomes.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"310"},"PeriodicalIF":0.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166355/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Twelve Tips for Engaging Medical Students in Rural-Focused Research.","authors":"Grace Perez, Jose Uriel Perez, Aaron Johnston","doi":"10.12688/mep.20642.3","DOIUrl":"10.12688/mep.20642.3","url":null,"abstract":"<p><strong>Background: </strong>The future of rural healthcare depends on training the future rural health workforce, and on rural health research that can guide clinical and policy decisions in rural spaces. Promotion of rural healthcare careers usually focuses on clinical aspects of care, and research may be seen as a lower priority. Supporting students to be involved in rural focused research offers the opportunity to broaden the pool of potentially rural interested students, and to develop research and scholarship skills and capacity in the future rural workforce.</p><p><strong>Aim and method: </strong>We identify twelve tips that medical schools can adopt to foster medical student participation in rural-focused research and thus promote student interest in rural healthcare and rural medical practice. These recommendations are based on a review of literature and our personal experience of conducting rural-focused research activities with medical students.</p><p><strong>Conclusion: </strong>Through these twelve tips, we provide a practical framework for enhancing undergraduate medical student exposure to rural-focused research to foster research capacity. This has potential to inspire student interest in future rural medical practice and could contribute to alleviate workforce and research gaps in rural areas.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"243"},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11809146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Difficult Discussions: Six Tools for Debriefing Tender Conversations in Healthcare.","authors":"Matthew Bowker, Amy Younger, Amy Huggin","doi":"10.12688/mep.20990.2","DOIUrl":"10.12688/mep.20990.2","url":null,"abstract":"<p><strong>Background: </strong>Whilst debriefing literature offers valuable tools for healthcare education, there remains a gap in resources specifically designed for debriefing communication skills. Effective communication is fundamental to patient care, particularly during sensitive interactions. This article provides a specialised toolkit for educators to enhance communication skills debriefing, developed through synthesis of existing literature and the authors' extensive experience teaching communication skills through simulation.</p><p><strong>Methods: </strong>Drawing from literature and the authors' extensive experience teaching communication skills through simulation, we present six interconnected tools: leveraging cognitive dissonance, recognising micro-ruptures in rapport, mapping communication to clinical reasoning, differentiating sincere from performative empathy, metaphor dissection (analysis of the implicit meanings in patients' figurative language), and emotional labour accounting (the work of managing displayed emotions in professional contexts). We demonstrate these concepts through a fictional case study of Dr Morton's interactions with a patient and family.</p><p><strong>Results: </strong>The toolkit offers specific debriefing questions for each component that encourage reflective practice. Cognitive dissonance exploration helps clinicians recognise when competing professional values affect communication. Micro-rupture identification aids in preserving therapeutic relationships. Communication mapping enhances clinical decision-making. Understanding different forms of empathy guides appropriate engagement. Metaphor analysis reveals hidden meanings in patient-clinician dialogues. Emotional labour accounting acknowledges the personal cost of managing emotions professionally. Together, these elements create a framework that strengthens communication effectiveness whilst supporting clinician wellbeing.</p><p><strong>Conclusions: </strong>Effective debriefing of communication skills requires attention to both technical and emotional dimensions of healthcare interactions. This toolkit provides practical strategies for educators to help learners navigate the complexities of healthcare communication, ultimately improving patient care whilst supporting clinician resilience.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"12"},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12416291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}